Middle Level English Language Arts (ELA)
Grade 8
A Model Genre Unit
Timeless Narratives of the First Nations and Greek Peoples
Unit Overview
Context: Imaginative and Literary
Timeline: Approximately six weeks
Every culture has its stories. Long ago, before people invented writing, stories about important beliefs, deities, heroes, and experiences were told and retold. The best of these were passed by word-of-mouth from one generation to the next to form an important part of our heritage. Some early stories were told in the form of poems, others in the form of songs, and others in the form of what we now call tales or narratives.
Each of these stories has something important to tell and teach us. The main characters challenge us to explore the complexity and fragility of being human. They force us to examine our relationships with others and our environment, our many faces of virtue and our human failings. They force us to relate the values, behaviours, and attitudes of the characters in the narrative to our own personalities and our own lives. Many of the stories are tales that give us a window into the values, beliefs, and practices of people past and present.
These narratives not only teach and entertain but also make us think about the big questions regarding human nature and the meaning of life that have confronted humankind through the ages.
Understanding: Narratives from various cultures share a common focus, explore enduring themes, and reveal recurrent aspects of the human condition.
Possible Questions for Deeper Understanding
· What makes a “great” or important story?
· What do narratives teach us?
· What lessons can we learn about our selves and others through these stories?
· What lessons can we learn about human nature?
· How can stories from other places and times teach us about our environment?
· What lessons can we learn about the meaning of life?
English Language Arts Goals and Outcomes Overview [Grade 8]
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.
CR8.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).CR8.2 Select and use appropriate strategies to construct meaning before (e.g., previewing and anticipating message), during (e.g., making inferences based on text and prior knowledge), and after (e.g., paraphrasing and summarizing) viewing, listening, and reading.
CR8.3 Use pragmatic (e.g., intended audience and tone), textual (e.g., how author organized text to achieve unity and coherence), syntactic (e.g., variety of sentence structures), semantic/lexical/morphological (e.g., imagery), graphophonic (e.g., stress, pitch, and juncture of a word), and other cues (e.g., layout and accompanying graphics) to construct and to confirm meaning.
CR8.4 View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
CR8.5 Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.
CR8.6 Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to evaluate the purpose, message, point of view, craft, values, and biases, stereotypes, or prejudices.
CR8.7 Read independently and demonstrate comprehension of a variety of information texts including understanding the main ideas and supporting evidence, explaining connections between new ideas and information and previous thoughts, and recognizing any biases or false reasoning.
CR8.8 Read grade 8 appropriate texts to increase fluency (140-180 wcpm orally; 180-230 silently) and expression.
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC8.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).CC8.2 Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.
CC8.3 Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.
CC8.4 Use pragmatic (e.g., use appropriate language register), textual (e.g., use artistic devices such as figurative language), syntactical (e.g., combine sentences to form compound and complex sentences for variety, interest, and effect), semantic/lexical/morphological (e.g., use words to capture a particular aspect of meaning), graphophonic (e.g., correctly pronounce words with proper emphasis), and other cues (e.g, arrange and balance words and visuals as well as fonts) to construct and to communicate meaning.
CC8.5 Create and present a variety of visual and multimedia presentations including an illustrated report, a role play that ends with a tableau, a dramatization, presentation software, a newscast with adequate detail, clarity, and organization to explain (e.g., an important concept), to persuade (e.g., an opinion on an issue, a mini-debate), and to entertain (e.g., a humourous incident).
CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).
CC8.7 Use oral language to effectively express information and ideas of complexity in formal and informal situations (e.g., to debate a point, to participate in a meeting, to give a dramatic reading of a poem or play excerpt).
CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and an historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.
CC8.9 Experiment with a variety of text forms (e.g., Reader’s Theatre, role play, humourous instructions, an electronic presentation, a dramatization, a mini-debate) and techniques (e.g., imagery, music, graphics, and statistics in a multimedia presentation).
Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set goals for future improvement.
AR8.1 Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing.AR8.2 Appraise own and others’ work for clarity, correctness, and variety.
Suggested Resources for the Unit
Benson, S. (1940). Stories of the Gods and Heroes. New York: The Dial Press.
Bingham, J. (2008). The World of Mythology: Classical Myth. Armok, NY: Sharpe Focus, 2008.
Bruchac, J. (1985). Iroquois Stories: Heroes and Heroines, Monsters and Magic.
Bloomfield, L. (1993). Sacred Stories of the Sweet Grass Cree. …Fifth House Publishers.
Connoly, P. (2007). The Ancient Greece of Odysseus. Oxford: Oxford University Press.
Colum, P. (2004). The Children’s Homer: The Adventures of Odysseus and the Tale of Troy. New York: Aladdin Paperbacks.
Filmwest Associations. (2002). Stories from the Seventh Fire: The Four Seasons (Traditional Legend for Each Season). Kelowna, BC: Filmwest Associates.
Friesen, J. W. & Friesen, V. L. (2004). More Legends of the Elders. Calgary, AB: Detselig Enterprises Ltd.
Friesen, J. W. & Friesen, V. L. (2004). Still More Legends of the Elders. Calgary, AB: Detselig Enterprises Ltd.
McNeese, T., ed. (1998/1999). Myths of Native America. New York: Four Walls Eight Windows.
Mueser, A. M. (1990). Myths and Legends. New York: Scholastic, Inc.
Schomp, V. (2008). Myths of the World: The Native Americans. New York: Marshall Cavendish.
Schomp. V. (2008). Myths of the World: The Ancient Greeks. New York: Marshall Cavendish.
Squire J. R. Squire, B. L. eds. (1967). Greek Myths and Legends, Toronto, ON: Collier-Macmillan.
Language Resources
Dictionary
Language & Writing 8 (Nelson Thomson Learning)
Resource Lines 7/8 (Pearson Education Canada)
Cree: Words (2001) (Canadian Plains Research Centre, University of Regina, Regina, Saskatchewan)
References
Ballinger, F.& Vizenor, G. (Winter 1985). Sacred Reversals: Trickster in Gerald Vizenor’s ‘Earthdivers: Tribal Narratives on Mixed Descent’”, American Indian Quarterly, (9), pp. 55-59.
Cuthand, S. (2002). Stories from the Seventh Fire: The Four Seasons (Traditional Legend for Each Season). Kelowna, BC: Filmwest Associates.
Friesen, V. L. & Friesen, J. W. (2005). Legends of the Elders for Teachers, Homeschoolers, and Parents. Calgary, AB: Detselig Enterprises Ltd.
Treaty Essential Learnings: We Are All Treaty People (2007) (Office of the Treaty Commissioner).
Zimmerman, L. J. (2003). American Indians: The First Nations. London, England: Duncan Baird Publishers.
Outcomes / Learning Activities / Assessment and EvaluationCR 8.5
CR 8.5
CC 8.6
CR 8.1
CR 8.5
CR 8.5
CR 8.6
CR 8.2
CR 8.3
CR 8.5
CR 8.6
CR 8.2
CR 8.3
CR 8.3
CR 8.5
CR 8.6
C 8.2
CR 8.3
CC 8.8
CR 8.6
CR 8.2
CC 8.3
CC 8.5
CC 8.3
CC 8.8
CC 8.3
CC 8.4
CR 8.6
CR 8.2
CR 8.3
CR 8.6
CR 8.2
CR 8.3
CR 8.6
CR 8.2
CR 8.3
CR 8.3
CR 8.5
CR 8.6
CR 8.2
CR 8.3
CR 8.4
CR 8.2
CR 8.3
CR 8.3
CR 8.5
CR 8.6
CR 8.2
CR 8.3
CC 8.5
CR 8.5
CR 8.6
CR 8.2
CR 8.3
CR8.3
CR 8.6
CR 8.2
CR 8.3
CR 8.6
CR 8.2
CR 8.3
CC 8.8
CC 8.3
CC 8.4
CR 8.6
CR 8.2
CR 8.3
CR 8.5
CR 8.6
CR 8.2
CR 8.3
CR 8.6
CR 8.2
CR 8.3
CC 8.5
CC 8.9
CC 8.5
CC 8.6
CC 8.6
AR 8.1
AR 8.2
CC 8.1
CC 8.2 / Introduction
Long ago, before people invented writing, stories about important beliefs, deities, heroes, and experiences were told and retold. The best of these were passed by word-of-mouth from one generation to the next to form an important part of our heritage. Some early stories were told in the form of poems, others in the form of songs, and others in the form of what we now call tales or narratives.
Traditional narratives tell us a great deal about life, the environment, human nature, and the human condition. They force use to examine our relationships with others, our virtues, and our failings. At the end of the day, most of these stories have serious moral themes that cause us to think deeply about ourselves and our values.
“It is believed that storytelling is both a gift from the Creator and an art that requires a great amount of skill and technique to hold the audience spellbound. The storytellers must possess a gift for memory, creativity, humour, and drama. The role of the storyteller is also as a historian or keeper of knowledge who educates the audience about life, the past, and provides insights into minds and spirits to facilitate a better understanding of who we are.” (Stan Cuthand, Cree Elder, Stories from the Seventh Fire: The Four Seasons, 2002, p. 1).
Questions for Deeper Understanding:
· What makes a “great” or important story?
· What do narratives teach us?
· What lessons can we learn about our selves and others through these stories?
· What lessons can we learn about human nature?
· How can stories from other places and times teach us about our environment?
· What lessons can we learn about the meaning of life?
As you work through this unit, keep a running record of the following elements of each narrative.
1. Title of Narrative:
2. Main Characters (deities, monsters, tricksters, or mortals):
3. Personality of Main Characters (from clues in the narrative):
4. Distinguishing Features of the Main Characters:
5. Natural Phenomena (that may be explained) or purpose of the narrative:
6. The Lesson or Moral of the Narrative:
Creation and the Origins of Humankind
Many cultures around the world produced their own stories to explain the beginnings or creation of the earth. These creation stories often form a basis for the religious and spiritual beliefs of a cultural group.
First Nations and Métis Creation Narratives
For Native North Americans “what inspires and unites … is a view of the world as place for sacred mystery. The native relationship with the world is rooted in a profound respect for the land, its features, and its life-forms. Mother Earth provides and Father Sky provides, but they also challenge. Humans are not above creation, but a part of it, and people must forge a respectful, balanced relationship with the world around them. The real soul of Native North Americans lies in these concepts …” (Zimmerman, 2003, p. 75).
Traditional stories reflect the First Nations and Métis people’s environments and world views. As in the past, today they transmit knowledge, inspire, and unite people. First Nations’ stories often invite the listener to take time to think about the meaning of, or lesson in, the story.
Note: Some narratives are sacred and restricted to the celebration of a very special event such as the Sundance. Other narratives [are] told only during specific seasons. Sacred narratives should be “related only by a recognized Elder or other approved individual and their telling is considered a form of worship” (Friesen and Friesen, Legends of the Elders for Teachers, Homeschoolers, and Parents, 2005, p. 15).
Everyday Links to the Sacred
“Whereas the Judeo-Christian tradition has a creator God who makes human beings in his/her own image and gives them dominion over the Earth, most Native North American origin stories give people no more power than the other parts of creation, whether animate or inanimate. People are the Earth’s partners and know it intimately as the sources from which they sprang. The lands on which Indians live reflect the creation, and there is a rich body of stories that detail how things came to be” (Zimmerman, 2003, p. 40).